Iceland’s PISA results demand action on children’s reading

In an article published by mbl.is, Bryndís Haraldsdóttir says Iceland’s latest PISA results are deeply concerning and require a clear response. Icelandic students scored an average of 422 points in reading, compared with 461 points across OECD countries. In mathematics, they scored 450 points, against an OECD average of 463.

The results concern children who are finding it increasingly difficult to read for information, acquire knowledge and make use of the opportunities education is meant to provide. Reading is the foundation of learning in every subject and one of the most important conditions for active participation in society, Haraldsdóttir writes.

Government priorities miss the mark

Three ministers have held the education and children’s affairs portfolio during the first 18 months of the government’s term. Haraldsdóttir says the instability has not helped a policy area that requires clear direction, consistency and follow-up.

The government’s most prominent initiative concerning primary schools so far has been to introduce rules on smartphones, although most schools and municipalities had already adopted such rules. The next major issue now appears to be whether grades should be displayed using letters or numbers.

That debate may matter for the administration of assessment, but whether a child receives a B or an 8 does not change the knowledge they have acquired. Changing the appearance of a grade will not improve reading comprehension, Haraldsdóttir writes. The government should instead put children’s academic performance and basic skills firmly on the agenda.

Standardised tests ended too soon

Haraldsdóttir says it was a mistake to abolish standardised tests before a new assessment system was ready. When the decision was made, the new system was expected to be introduced shortly afterwards, but that did not happen. In hindsight, she says, the standardised tests should have continued, despite their shortcomings, until a new and better assessment system had been completed.

Matsferill, a new assessment programme, has now been introduced and is under development. Haraldsdóttir says she strongly supports the project, which can give teachers and parents better information about a child’s position, make early intervention easier and show where further support is needed.

Measurements are only tools that provide information, she writes. Decisions must then be made on the basis of that information to improve teaching and provide children with more targeted support.

Focus needed on solutions

Teachers need stronger support in their work and access to high-quality, varied teaching materials. Teaching methods that produce the best results should be examined seriously, that knowledge should be shared, and schools should be helped to use it in classrooms.

Reading difficulties need to be identified early, followed by rapid intervention. Each child should be monitored, with continuity ensured when they move between classes or schools.

The results of measures should also be assessed, not to rank children and schools in popularity lists, but to identify what works and where support is needed.

The 2027 budget proposal includes 380 million Icelandic króna for developing and implementing teaching materials focused on literacy and STEM subjects. Haraldsdóttir says a comprehensive, measurable and funded action plan is still needed to match the seriousness of the PISA results.

Children need books

Almost every politician to have spoken publicly in recent years has emphasised the importance of the Icelandic language and encouraging children to read more. School libraries and public libraries play a key role in that effort.